[Adaptive behaviour and learning in children with neurodevelopmental disorders (autism spectrum disorders and attention deficit hyperactivity disorder). Effects of executive functioning]. / Conducta adaptativa y aprendizaje en niños con trastornos del neurodesarrollo (trastornos del espectro autista y trastorno por deficit de atencion/hiperactividad). Efectos del funcionamiento ejecutivo.

INTRODUCTION: Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) present difficulties in adaptive functioning and learning, possibly associated with failures in executive functioning characteristic of both disorders. AIM: To analyze the impact of executive functioning in the adaptive behaviors of socialization and daily life and in learning behaviors in children with ASD and children with ADHD. SUBJECTS AND METHODS: The participants were 124 children matched in age and intellectual quotient: 37 children with typical development, 52 children with ASD and 35 children with ADHD. Parents reported on their children's adaptive behaviors, while teachers provided information on learning behaviors and executive functioning in daily life. RESULTS: There are significant differences between the groups with ASD and ADHD with the typical development group in all domains evaluated. In addition, the group with ASD had worse socialization skills while persistence in learning was more affected in children with ADHD. Finally, the metacognitive index of executive functioning predicted the socialization and persistence of children with ASD. On the other hand, the index of behavioral regulation and the educational level of the parents predicted the socialization skills in children with ADHD. CONCLUSIONS: The results highlight the need to include differentiated executive strategies in the intervention of children with ASD and children with ADHD.

TITLE: Conducta adaptativa y aprendizaje en niños con trastornos del neurodesarrollo (trastornos del espectro autista y trastorno por deficit de atencion/hiperactividad). Efectos del funcionamiento ejecutivo.Introduccion. El trastorno del espectro autista (TEA) y el trastorno por deficit de atencion/hiperactividad (TDAH) presentan dificultades en el funcionamiento adaptativo y en el aprendizaje, que posiblemente estan asociadas a fallos en el funcionamiento ejecutivo caracteristicos de ambos trastornos. Objetivo. Analizar el impacto del funcionamiento ejecutivo en las conductas adaptativas de socializacion y de la vida diaria y en conductas de aprendizaje en niños con TEA y niños con TDAH. Sujetos y metodos. Los participantes fueron 124 niños igualados en edad y cociente intelectual: 37 con desarrollo tipico, 52 con TEA y 35 niños con TDAH. Los padres informaron sobre las conductas adaptativas, y los profesores, sobre las conductas de aprendizaje y del funcionamiento ejecutivo en la vida diaria. Resultados. Existen diferencias significativas entre los grupos con TEA y con TDAH y el grupo con desarrollo tipico en los dominios evaluados. Ademas, el grupo con TEA tenia peores habilidades de socializacion, pero la persistencia en el aprendizaje estaba mas afectada en los niños con TDAH. Por ultimo, el indice metacognitivo de funcionamiento ejecutivo predijo la socializacion y la persistencia de los niños con TEA, mientras que el indice de regulacion comportamental y el nivel educativo de los padres predijo las habilidades de socializacion en los niños con TDAH. Conclusiones. Los resultados sugieren la necesidad de incluir estrategias ejecutivas en la intervencion de niños con TEA y niños con TDAH.

[Discriminatory power of executive functions and of theory of mind in attention deficit hyperactivity disorder. Rationale for intervention]. / Poder de discriminacion del funcionamiento ejecutivo y de la teoria de la mente en el trastorno por deficit de atencion/hiperactividad. Fundamentos para la intervencion.

INTRODUCTION: Executive functions and theory of mind (ToM) deficits are present in children with attention deficit hyperactivity disorder (ADHD). Identifying the magnitude of the association between executive functions and ToM is important for understanding the disorder. AIMS: This study adopts a naturalistic evaluation approach to analyze the executive functions versus ToM ability to discriminate between children with ADHD and typically developing children and to identify the degree of association between deficits in the components of executive functions (behavioral regulation and metacognitive) and ToM. SUBJECTS AND METHODS: Thirty-five children with ADHD and 37 typically developing children-7 to 11 years old, matched in age and intelligence quotient, participated in this study. Parents assessed ToM skills and teachers estimated the executive functions. RESULTS AND CONCLUSIONS: The percentage of children with ADHD classified correctly was higher in the discriminant analysis where the executive functions components were introduced as an independent variable than in the discriminant analysis performed with the ToM. However, a high percentage of children with executive functions deficits had also problems in ToM. Interventions focused on the development of a broad range of executive processes are reviewed.

TITLE: Poder de discriminacion del funcionamiento ejecutivo y de la teoria de la mente en el trastorno por deficit de atencion/hiperactividad. Fundamentos para la intervencion.Introduccion. Los deficits en funcionamiento ejecutivo y en teoria de la mente (ToM) estan presentes en los niños con trastorno por deficit de atencion/hiperactividad (TDAH). Identificar la magnitud de la asociacion entre funcionamiento ejecutivo y ToM resulta primordial para la comprension del trastorno. Objetivos. Adoptando un enfoque de evaluacion naturalista, se analiza la capacidad del funcionamiento ejecutivo frente a la ToM para discriminar entre niños con TDAH y con desarrollo tipico, y se identifica el grado de asociacion entre deficits en los componentes de funcionamiento ejecutivo (regulacion conductual y metacognitivos) y de la ToM. Sujetos y metodos. Participaron un grupo de 35 niños con TDAH y otro de 37 niños con desarrollo tipico entre 7 y 11 años, igualados en edad y capacidad intelectual. Los padres evaluaron las habilidades de ToM y los profesores estimaron las funciones ejecutivas. Resultados y conclusiones. El porcentaje de niños con TDAH clasificados correctamente fue superior en el analisis discriminante al introducir los componentes de funcionamiento ejecutivo como variable independiente, que en el analisis discriminante realizado con la ToM. No obstante, un elevado porcentaje de niños con deficits en funcionamiento ejecutivo tambien tenian problemas en ToM. Se revisan intervenciones enfocadas en el desarrollo de un rango amplio de procesos ejecutivos.

[Integrating model of the social adaptation of children with attention deficit hyperactivity disorder]. / Modelo integrador de la adaptacion social de niños con trastorno por deficit de atencion/hiperactividad.

INTRODUCTION: Children with attention deficit hyperactivity disorder (ADHD) experience social difficulties affecting their personal and academic functioning. AIM: To review the research addressing the influence of cognitive/affective abilities involved in their social adaptation, from the perspective of an integrative model that includes executive functioning, theory of mind and pragmatic language. DEVELOPMENT: Research shows an association between executive functioning (working memory, inhibition, planning), pragmatic abilities, performance in theory of mind tasks, and the social problems experienced by individuals with ADHD. CONCLUSIONS: Although literature supports a relationship between these constructs, deficits observed in theory of mind tasks or language use, seem rather to reflect a procedural deficit than a conceptual impairment.

TITLE: Modelo integrador de la adaptacion social de niños con trastorno por deficit de atencion/hiperactividad.Introduccion. Los niños con trastorno por deficit de atencion/hiperactividad (TDAH) experimentan dificultades sociales que afectan a su funcionamiento personal y academico. Objetivo. Revisar los estudios que han abordado la influencia de las habilidades cognitivas y afectivas implicadas en su adaptacion social, desde la perspectiva de un modelo integrador que incluye el funcionamiento ejecutivo, las habilidades mentalistas y el lenguaje pragmatico. Desarrollo. Las investigaciones revisadas constatan una asociacion entre funcionamiento ejecutivo (memoria de trabajo, inhibicion, planificacion), habilidad pragmatica y rendimiento en tareas mentalistas, con la problematica social que experimentan las personas con TDAH. Conclusiones. Aunque la bibliografia respalda una relacion entre estos constructos, los deficits observados en la ejecucion de tareas de teoria de la mente o en el uso del lenguaje parecen responder mas bien a un deficit de caracter procedimental y no tanto a dificultades de indole conceptual.

[Reading comprehension of students with attention deficit hyperactivity disorder: what is the role of executive functions?]. / Comprensión de textos de estudiantes con trastorno por déficit de atencion/hiperactividad: qué papel desempeñan las funciones ejecutivas?

INTRODUCTION: Deficits in reading comprehension of children with attention deficit hyperactivity disorder (ADHD) have received scarce attention. However, to establish the underlying cognitive processes of ADHD and deficits in reading comprehension association could be essential for deeply understanding neurobiological bases of reading comprehension. AIM: To examine the contribution of verbal fluency, reading fluency, and executive functions (working memory, attention and suppression mechanism) in predicting mental processes of texts comprehension. PATIENTS AND METHODS: The participants in the study were 42 students, 12 to 16 year old, with a clinical diagnosis of ADHD. A battery of tests was administered to measure cognitive processes and reading processes. RESULTS AND CONCLUSIONS: Stepwise regression analysis carried out showed that the score in verbal fluency was the best single predictor of reading comprehension. Furthermore executive functions, but not reading fluency, made a significant contribution to reading comprehension. These findings underline the need for consideration of the role of executive functions in assessment and treatment of reading comprehension deficits of students with ADHD.

[Grounds for a multi-component programme for counselling families with children with attention deficit hyperactivity disorder]. / Fundamentación de un programa multicomponencialde asesoramiento a familias con hijos con trastornopor déficit de atención/hiperactividad.

AIM: To analyse the change of perspective in the approach used in counselling programmes for parents of children with attention deficit hyperactivity disorder (ADHD). DEVELOPMENT: Research focused on analysing the familial context of people with ADHD has shown that parents experience higher levels of tension and feelings of low degrees of competence. Furthermore, the stress that occurs in parenting is significantly related to the application of discipline techniques that are inefficient, too lenient or too strict. CONCLUSIONS: We present a parent counselling programme that was designed in accordance with the latest guidelines and includes procedures for managing stress and communicative skills, as well as behavioural modification training.

[The application of new technologies to solving maths problems for students with learning disabilities: the 'underwater school']. / Aplicación de nuevas tecnologías con estudiantescon dificultades de aprendizaje en la solución deproblemas matemáticos: la 'escuela submarina'.

INTRODUCTION: Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. AIM: To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). SUBJECTS AND METHODS: Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. RESULTS AND CONCLUSIONS: Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI).

Fundamentación de un programa multicomponencial de asesoramiento a familias con hijos con trastorno por déficit de atención/hiperactividad / Grounds for a multi-component programme for counselling families with children with attention déficit hyperactivity disorder

Objetivo. Analizar el cambio de perspectiva en el planteamiento de los programas de asesoramiento a padres de niños con trastorno por déficit de atención/hiperactividad (TDAH). Desarrollo. Las investigaciones que se han focalizado en el análisis del contexto familiar de personas con TDAH han revelado que los padres experimentan niveles más altos de tensión y sentimientos de baja competencia. Además, el estrés en el ejercicio de la paternidad está significativamente relacionado con la aplicación de técnicas de disciplina ineficaces, demasiado permisivas o impositivas. Conclusiones. Se presenta un programa de asesoramiento a padres siguiendo las directrices más actuales, que incluye, además del entrenamiento en modificación de conducta, procedimientos para el manejo del estrés y de la habilidad de comunicación (AU)

Aim. To analyse the change of perspective in the approach used in counselling programmes for parents of children with attention deficit hyperactivity disorder (ADHD). Development. Research focused on analysing the familial context of people with ADHD has shown that parents experience higher levels of tension and feelings of low degrees of competence. Furthermore, the stress that occurs in parenting is significantly related to the application of discipline techniques that are inefficient, too lenient or too strict. Conclusions. We present a parent counselling programme that was designed in accordance with the latest guidelines and includes procedures for managing stress and communicative skills, as well as behavioural modification training (AU)

Aplicación de nuevas tecnologías con estudiantes con dificultades de aprendizaje en la solución de problemas matemáticos: la ‘escuela submarina’ / The application of new technologies to solving maths problems for students with learning disabilities: The Underwater school

Introducción. Diferentes procedimientos basados en desarrollos informáticos han demostrado ser eficaces para enseñar estrategias cognitivas y metacognitivas para la resolución de problemas en matemáticas. Objetivo. Analizar en estudiantes con dificultades de aprendizaje la eficacia del entrenamiento en estrategias cognitivas, con tres formatos instruccionales: programa de instrucción directa del profesor (T-D), instrucción basada en un programa informático (CAI) y programa combinado (T-D + CAI). Sujetos y métodos. 44 niños con dificultades de aprendizaje en las matemáticas, entre 8 y 10 años de edad, fueron asignados al azar a cada uno de los tres formatos de instrucción, así como a un grupo control sin entrenamiento en estrategias cognitivas. En las tres condiciones que se compararon, los estudiantes aprendieron estrategias lingüísticas y visuales para la solución de problemas con autoinstrucciones. Se utilizaron diferentes tipos de medidas para analizar la posible eficacia diferencial de los tres métodos de instrucción implementados: test de solución de problemas, calificaciones en matemáticas, escala de responsabilidad interna del rendimiento y valoración del profesor de las conductas en la escuela. Resultados y conclusiones. El grupo con entrenamiento T-D y el grupo con T-D + CAI mejoraron significativamente en solución de problemas de texto y en sus calificaciones matemáticas de la pre a la postevaluación. Además, los estudiantes del grupo T-D + CAI resolvieron más problemas de la vida diaria y desarrollaron más atribuciones internas en comparación con el grupo control y el grupo CAI. Finalmente, en relación con las conductas en la escuela, se observaron mejoras en el ajuste escolar y en problemas de aprendizaje en los estudiantes del grupo con instrucción combinada (T-D + CAI) (AU)

Introduction. Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. Aim. To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). Subjects and methods. Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. Results and conclusions. Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI) (AU)

[Discipline styles in families with children with attention deficit hyperactivity disorder: their influence on the course of the disorder]. / Estilos de disciplina en familias con hijos con trastorno por déficit de atención/hiperactividad: influencia en la evolucion del trastorno.

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is caused by hereditary factors but it can only really be understood using a model that takes into account the interaction between genes and the environment. Discipline styles stand out among the factors offered by the familial environment that can influence the course of ADHD. AIMS: To compare the discipline styles employed by mothers of children with and without ADHD and to analyse how the subtype of ADHD and the presence of oppositional defiant disorder influence the discipline styles utilised by mothers of children with ADHD. SUBJECTS AND METHODS: We divided 167 mothers into two groups, one consisting of those who had a child with ADHD (n = 114) and a control group (n = 53), and they were asked to answer a semi-structured interview and a questionnaire about discipline styles. RESULTS: The statistical analyses showed that mothers of children with ADHD used more severe discipline strategies, especially if the ADHD was associated with oppositional defiant disorder. CONCLUSIONS: Interventions must include family guidance focused on the dimensions of self-control and affective expression.

[Resilience and risk in children with learning disabilities]. / Resiliencia y riesgo en niños con dificultades de aprendizaje.

AIM: To stress the desirability of considering the resilience approach as a complement to the risk approach in the study and intervention of children with learning disabilities (LD). DEVELOPMENT: Most of the research carried out into LD has used the correlational methodology, which has given rise to chance inferences being made and to considering them as being a risk factor for development in their own right. Yet, the findings from more recent longitudinal studies make it necessary to reconsider the inevitability of negative results in the development of children with LD and to identify the processes and the factors underlying successful development, i.e. personal and social skills (self-efficiency, emotional coping, effective use of help, discrete view of difficulty, unconditional acceptance and support, and so on). CONCLUSIONS: The resilience approach is not an alternative that excludes the risk approach, but rather they complement each other and are both necessary in order to gain an understanding of LD and intervention. Optimising the development of individuals with LD is a task that can be made easier by assuming that resilience is a capacity that is present in all individuals and can also be improved.

Resiliencia y riesgo en niños con dificultades de aprendizaje / Resilence and risk in children with learning disabilities

Objetivo. Enfatizar la conveniencia de considerar el enfoque de resiliencia de forma complementaria al de riesgo en el estudio y la intervención de niños con dificultades de aprendizaje (DA). Desarrollo. La mayor parte de las investigaciones sobre DA ha utilizado la metodología correlacional, que ha llevado a realizar inferencias causales y a considerarlas en sí mismas como un factor de riesgo para el desarrollo. Sin embargo, los resultados de estudios más recientes, de corte longitudinal, obligan a reconsiderar la inevitabilidad de resultados negativos en el desarrollo de niños con DA y a identificar los procesos y los factores que están en la base de un desarrollo exitoso: habilidades personales y sociales (autoeficacia, afrontamiento emocional, uso efectivo de ayuda, visión discreta de la dificultad, aceptación y apoyo incondicional, etc.). Conclusiones. El enfoque de resiliencia no es una alternativa excluyente del de riesgo, sino que ambos son complementarios y necesarios para la comprensión de las DA y la intervención. Optimizar el desarrollo de individuos con DA es una tarea que puede facilitarse si se asume que la resiliencia es una capacidad presente en todo individuo y susceptible de mejora

Aim. To stress the desirability of considering the resilience approach as a complement to the risk approach in the study and intervention of children with learning disabilities (LD). Development. Most of the research carried out into LD has used the correlational methodology, which has given rise to chance inferences being made and to considering them as being a risk factor for development in their own right. Yet, the findings from more recent longitudinal studies make it necessary to reconsider the inevitability of negative results in the development of children with LD and to identify the processes and the factors underlying successful development, i.e. personal and social skills (self-efficiency, emotional coping, effective use of help, discrete view of difficulty, unconditional acceptance and support, and so on). Conclusions. The resilience approach is not an alternative that excludes the risk approach, but rather they complement each other and are both necessary in order to gain an understanding of LD and intervention. Optimising the development of individuals with LD is a task that can be made easier by assuming that resilience is a capacity that is present in all individuals and can also be improved

Estilos de disciplina en familias con hijos con trastorno por déficit de atención/hiperactividad: influencia en la evolución del trastorno / Discipline styles in families with children with attention deficit hyperactivity disorder: their influence on the course of the disorder

Introducción. El trastorno por déficit de atención/hiperactividad (TDAH) tiene un origen hereditario, pero su comprensión debe enmarcarse en un modelo que contemple la interacción genes/ambiente. Los estilos de disciplina destacan entre los factores del ambiente familiar que pueden influir en el curso del TDAH. Objetivos. Comparar los estilos de disciplina de madres de niños con TDAH y sin TDAH, y analizar la influencia del subtipo de TDAH y la presencia de trastorno oposicionista desafiante en los estilos de disciplina de las madres de niños con TDAH. Sujetos y métodos. 167 madres, divididas en dos grupos, grupo con un hijo con TDAH (n = 114) y grupo de control (n = 53), cumplimentaron una entrevista semiestructurada y un cuestionario de estilos de disciplina. Resultados. Los análisis estadísticos señalaron que las madres de niños con TDAH utilizaban más estrategias severas de disciplina, especialmente si el TDAH estaba asociado a un trastorno oposicionista desafiante. Conclusión. Las intervenciones deben incorporar un componente de asesoramiento familiar centrado en las dimensiones de autocontrol y de expresión afectiva

Introduction. Attention deficit hyperactivity disorder (ADHD) is caused by hereditary factors but it can only really be understood using a model that takes into account the interaction between genes and the environment. Discipline styles stand out among the factors offered by the familial environment that can influence the course of ADHD. Aims. To compare the discipline styles employed by mothers of children with and without ADHD and to analyse how the subtype of ADHD and the presence of oppositional defiant disorder influence the discipline styles utilised by mothers of children with ADHD. Subjects and methods. We divided 167 mothers into two groups, one consisting of those who had a child with ADHD (n = 114) and a control group (n = 53), and they were asked to answer a semi-structured interview and a questionnaire about discipline styles. Results. The statistical analyses showed that mothers of children with ADHD used more severe discipline strategies, especially if the ADHD was associated with oppositional defiant disorder. Conclusions. Interventions must include family guidance focused on the dimensions of self-control and affective expression

[The sociometric status of children with the combined subtype of attention deficit hyperactivity disorder]. / Estado sociométrico de los niños con trastorno por déficitde atención con hiperactividad subtipo combinado.

INTRODUCTION: Different studies show that one of the most important problem associate with ADHD combined subtype is the difficulty to establish appropriate social relationships, being rejected by their schoolmates. AIM: To study interactions of children with ADHD-C at school; specifically the sociometric status and the features of rejected children compared with non rejected children. SUBJECTS AND METHODS: 23 ADHD-C children from 20 primary schools (2nd to 5th degree) of Castellon were examined, using sociometric tasks and behaviour scales for parents and teachers. RESULTS: Sociometric tasks show that the ADHD-C children were preponderantly rejected by their schoolmates, and the reasons of this rejection were disruptive and antisocial behaviour. Furthermore, rejected children weren't aware of this fact. CONCLUSION: Our findings established the severity of social problems in this children al school.

[Learning difficulties in mathematics in children with attention deficit hyperactivity disorder]. / Dificultades en el aprendizaje de matemáticas en niñoscon trastorno por déficit de atención e hiperactividad.

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) and learning difficulties are two diagnostic categories of great social importance and impact, and which are associated in around 25-35% of cases. One explanation offered by researchers to account for this overlap is a deficit in executive functioning (EF). AIMS: 1) To compare EF and applied mathematical knowledge in children with ADHD, difficulties in learning mathematics (DLM) or ADHD + DLM, and to identify the deficiencies they experience. 2) To verify whether the phenotype hypothesis is fulfilled in the case of the ADHD + DLM condition. SUBJECTS AND METHODS: The study involved a quasi-experimental 2 x 2 design, with a sample made up of 78 participants (6-13 years old) who were divided into four groups: ADHD (n = 33), DLM (n = 15), ADHD + DLM (n = 15) and a control group (n = 15). Tests aimed at evaluating different cognitive processes as well as applied mathematical knowledge were administered: inhibitory control (go/no go); verbal working (backward digit-recall and counting memory task) and temporal-visual-spatial memory; short-term memory (direct digit-recall); attention (CPT); calculation speed (Canals) and real-life problems. RESULTS AND CONCLUSIONS: Taking the variables age, gender and intelligence quotient as covariables, results showed that the three groups with problems displayed a deficit of attention and in working memory; the DLM group stood out from the other owing to the presence of a specific deficiency affecting the ability to recall temporal-visual-spatial information. In contrast, deficits in inhibitory control were seen to be specific to ADHD. Finally, findings did not support the phenotype hypothesis, and it was therefore an accumulative profile.

[Familial impact of children with the combined subtype of attention deficit hyperactivity disorder: the effects of associated behavioural disorders]. / Impacto familiar de los niños con trastorno por déficit de atención con hiperactividad subtipo combinado: efecto de los problemas de conducta asociados.

AIMS: To determine the impact that children with ADHD-C (attention deficit hyperactivity disorder, combined subtype) have on their family by analysing their parents' perceptions, and to examine whether the presence of associated behavioural disorders affect that impact. SUBJECTS AND METHODS: Participants in the study included one group made up of the parents of 27 children with ADHD-C and another group consisting of the parents of 27 children without ADHD. The parents in the ADHD-C group were divided into two subgroups according to whether or not their children had an oppositional defiant disorder and/or a co-morbid conduct disorder (10 and 17 families, respectively). RESULTS AND CONCLUSIONS: The results of the analyses performed showed significant differences between the perceptions of the parents of the control children and those of the parents of children with ADHD-C in the following categories: feelings and attitudes, social life, matrimonial relationship, day-to-day relationships with peers and siblings, stress and difficulty in living with their child. Comparisons between the two subgroups of children with ADHD-C did not reveal any significant differences in any of the categories that were analysed, and showed ADHD-C to be the fundamental factor underlying the problems in the family context. Some items, however, suggested that the problem is more serious in the subtype with associated behavioural disorders.

Estado sociométrico de los niños con trastorno por déficit de atención con hiperactividad subtipo combinado / The sociometric status of children with the combined subtype of attention deficit hyperactivity disorder

Introducción. Distintos estudios muestran que entre losproblemas más importantes que lleva asociado el trastorno por déficitde atención con hiperactividad subtipo combinado (TDAH-C)se encuentran sus dificultades para establecer de forma adecuada relaciones sociales con sus compañeros, y en muchos casos éstoslos rechazan. Objetivo. Profundizar en las interacciones de los niñoscon TDAH-C en el contexto escolar; más concretamente en losestados sociométricos que suelen presentar y en las característicasde los niños con TDAH-C rechazados frente a los que obtienen unestado de medio. Sujetos y métodos. Se estudiaron 20 aulas de 2.ºa 5.º de educación primaria de distintos colegios de Castellón, queincluían 23 niños con este trastorno, y se aplicaron pruebas sociométricasy escalas de estimación conductual para padres y profesores.Resultados. Las pruebas sociométricas evidenciaron que losniños con TDAH-C eran mayoritariamente rechazados por sus compañerosy las conductas disruptivas y antisociales fueron las razonesde los rechazos, fundamentalmente. Además, los estudiantescon TDAH-C rechazados no parecían ser conscientes de esta realidad.Conclusión. Nuestros hallazgos pusieron de manifiesto la gravedadde la problemática social que presentan estos niños en elcolegio

Introduction. Different studies show that one of the most important problem associate with ADHD combined subtypeis the difficulty to establish appropriate social relationships, being rejected by their schoolmates. Aim. To study interactions ofchildren with ADHD-C at school; specifically the sociometric status and the features of rejected children compared with nonrejected children. Subjects and methods. 23 ADHD-C children from 20 primary schools (2nd to 5th degree) of Castellón wereexamined, using sociometric tasks and behaviour scales for parents and teachers. Results. Sociometric tasks show that theADHD-C children were preponderantly rejected by their schoolmates, and the reasons of this rejection were disruptive andantisocial behaviour. Furthermore, rejected children weren’t aware of this fact. Conclusion. Our findings established theseverity of social problems in this children al school

Dificultades en el aprendizaje de matemáticas en niños con trastorno por déficit de atención e hiperactividad / Learning difficulties in mathematics in children with attention deficit hyperactivity disorder

Introducción. El trastorno por déficit de atención e hiperactividad(TDAH) y las dificultades del aprendizaje son dos categoríasdiagnósticas de gran relevancia e impacto social, que seencuentran asociadas en torno al 25-35%. Una explicación queofrece la investigación sobre este solapamiento es el déficit en elfuncionamiento ejecutivo (FE). Objetivos. 1) Comparar el FE y elconocimiento matemático aplicado en niños con TDAH, dificultadesdel aprendizaje de las matemáticas (DAM) o TDAH + DAM e identificarlos déficit que experimentan; 2) Comprobar si se cumple lahipótesis de la fenocopia en el caso de la condición TDAH + DAM.Sujetos y métodos. Se planteó un diseño casi experimental 2 × 2,cuya muestra estaba formada por 78 participantes (6-13 años)repartidos en cuatro grupos: TDAH (n = 33), DAM (n = 15), TDAH+ DAM (n = 15) y control (n = 15). Se administraron tests dirigidosa evaluar diferentes procesos cognitivos además del conocimientomatemático aplicado: control inhibitorio (go/no go); memoriade trabajo verbal (dígitos-recuerdo inverso y tarea de memoriade conteo) y temporovisuoespacial (MTVE); memoria a corto plazo(dígitos-recuerdo directo), atención (TEC); velocidad en cálculo(Canals) y problemas de la vida real. Resultados y conclusiones.Considerando las variables edad, género y cociente intelectual comocovariables, los resultados indicaron que los tres grupos conproblemas mostraron déficit de atención y en la memoria de trabajo,y destacaba el grupo con DAM al presentar un déficit específicoen el recuerdo de información temporovisuoespacial. En cambio, eldéficit en el control inhibitorio se mostró específico del TDAH. Finalmente,los resultados no apoyaron la hipótesis de la fenocopia,por lo que se trataba de un perfil acumulativo

Introduction. Attention deficit hyperactivity disorder (ADHD) and learning difficulties are two diagnostic categoriesof great social importance and impact, and which are associated in around 25-35% of cases. One explanation offered byresearchers to account for this overlap is a deficit in executive functioning (EF). Aims. 1) To compare EF and appliedmathematical knowledge in children with ADHD, difficulties in learning mathematics (DLM) or ADHD + DLM, and toidentify the deficiencies they experience. 2) To verify whether the phenotype hypothesis is fulfilled in the case of the ADHD +DLM condition. Subjects and methods. The study involved a quasi-experimental 2 × 2 design, with a sample made up of 78participants (6-13 years old) who were divided into four groups: ADHD (n = 33), DLM (n = 15), ADHD + DLM (n = 15) anda control group (n = 15). Tests aimed at evaluating different cognitive processes as well as applied mathematical knowledgewere administered: inhibitory control (go/no go); verbal working (backward digit-recall and counting memory task) andtemporal-visual-spatial memory; short-term memory (direct digit-recall); attention (CPT); calculation speed (Canals) and reallifeproblems. Results and conclusions. Taking the variables age, gender and intelligence quotient as covariables, resultsshowed that the three groups with problems displayed a deficit of attention and in working memory; the DLM group stood outfrom the other owing to the presence of a specific deficiency affecting the ability to recall temporal-visual-spatial information.In contrast, deficits in inhibitory control were seen to be specific to ADHD. Finally, findings did not support the phenotypehypothesis, and it was therefore an accumulative profile

Impacto familiar de los niños con trastorno por déficit de atención con hiperactividad subtipo combinado: efecto de los problemas de conducta asociados / Familial impact of children with the combined subtype of attention deficit hyperactivity disorder: the effects of associated behavioural disorders

Aims. To determine the impact that children with ADHD-C (attention deficit hyperactivity disorder, combined subtype) have on their family by analysing their parents’ perceptions, and to examine whether the presence of associated behavioural disorders affect that impact. Subjects and methods. Participants in the study included one group made up of the parents of 27 children with ADHD-C and another group consisting of the parents of 27 children without ADHD. The parents in the ADHD-C group were divided into two subgroups according to whether or not their children had an oppositional defiant disorder and/or a co-morbid conduct disorder (10 and 17 families, respectively). Results and conclusions. The results of the analyses performed showed significant differences between the perceptions of the parents of the control children and those of the parents of children with ADHD-C in the following categories: feelings and attitudes, social life, matrimonial relationship, day-to-day relationships with peers and siblings, stress and difficulty in living with their child. Comparisons between the two subgroups of children with ADHD-C did not reveal any significant differences in any of the categories that were analysed, and showed ADHD-C to be the fundamental factor underlying the problems in the family context. Some items, however, suggested that the problem is more serious in the subtype with associated behavioural disorders (AU)

Objetivos. Conocer el impacto familiar que supone un niño con TDAH-C (trastorno por déficit de atención con hiperactividad, subtipo combinado), a partir del análisis de las percepciones de sus padres, y comprobar si los problemas de conducta asociados modulan dicho impacto. Sujetos y métodos. Participaron en el estudio un grupo formado por los padres de 27 niños con TDAH-C y otro por los padres de 27 niños sin TDAH. Los padres del grupo de TDAH-C se dividieron en dos subgrupos según la existencia o no de un trastorno negativista-desafiante y/o un trastorno disocial comórbidos (10 y 17 familias, respectivamente). Resultados y conclusiones. Los análisis realizados evidencian diferencias significativas entre las percepciones de los padres de niños controles y las de los padres de niños con TDAH-C en las categorías de sentimientos y actitudes, vida social, relación matrimonial, convivencia entre iguales y hermanos, estrés y dificultad de vivir con su hijo. Las comparaciones entre ambos subgrupos de niños con TDAH-C no arrojan diferencias significativas en ninguna de las categorías, y muestran el TDAH-C como el factor básico de los problemas en el contexto familiar. No obstante, algunos ítems apuntan una mayor gravedad en el subtipo con trastornos de conducta asociados (AU)

[New trends in the evaluation of mathematics learning disabilities. The role of metacognition]. / Nuevas tendencias en la evaluación de las dificultades de aprendizaje de las matemáticas. El papel de la metacognición.

INTRODUCTION: The current trends in the evaluation of mathematics learning disabilities (MLD), based on cognitive and empirical models, are oriented towards combining procedures involving the criteria and the evaluation of cognitive and metacognitive processes, associated to performance in mathematical tasks. AIMS: The objective of this study is to analyse the metacognitive skills of prediction and evaluation in performing maths tasks and to compare metacognitive performance among pupils with MLD and younger pupils without MLD, who have the same level of mathematical performance. Likewise, we analyse these pupils' desire to learn. Subjects and methods. We compare a total of 44 pupils from the second cycle of primary education (8-10 years old) with and without mathematics learning disabilities. RESULTS: Significant differences are observed between pupils with and without mathematics learning disabilities in their capacity to predict and assess all of the tasks evaluated. As regards their 'desire to learn', no significant differences were found between pupils with and without MLD, which indicated that those with MLD assess their chances of successfully performing maths tasks in the same way as those without MLD. Finally, the findings reveal a similar metacognitive profile in pupils with MLD and the younger pupils with no mathematics learning disabilities. CONCLUSIONS: In future studies we consider it important to analyse the influence of the socio-affective belief system in the use of metacognitive skills.

Nuevas tendencias en la evaluación de las dificultades de aprendizaje de las matemáticas. El papel de la metacognición / New trends in the evaluation of mathematics learning disabilities. The role of metacognition

Introducción. Las tendencias actuales en la evaluación de las dificultades de aprendizaje de las matemáticas (DAM), fundamentadas en los modelos cognitivo y empírico, se orientan hacia la combinación de procedimientos referidos al criterio y a la valoración de los procesos cognitivos y metacognitivos, asociados al desempeño en tareas matemáticas. Objetivos. Analizar las habilidades metacognitivas de predicción y evaluación en el desempeño de tareas matemáticas, y comparar el rendimiento metacognitivo entre estudiantes con DAM y estudiantes más jóvenes sin DAM, igualados en el mismo nivel de desempeño matemático. Así mismo se analiza la ilusión de conocer de estos estudiantes. Sujetos y métodos. Se comparan un total de 44 estudiantes de segundo ciclo de primaria con y sin dificultades de aprendizaje en las matemáticas. Resultados. Se observan diferencias significativas entre los estudiantes con y sin dificultades de aprendizaje en las matemáticas, en su capacidad para predecir y evaluar el conjunto de tareas valoradas. En cuanto a la ‘ilusión de conocer’, no se encontraron diferencias significativas entre los estudiantes con y sin DAM, indicando que los estudiantes con DAM valoran sus posibilidades de tener éxito en la ejecución de tareas matemáticas de igual forma que los estudiantes sin DAM. Finalmente, los resultados revelan un perfil metacognitivo semejante en los estudiantes con DAM y los estudiantes más jóvenes sin dificultades de aprendizaje en las matemáticas. Conclusión. Se considera importante analizar en futuros estudios la influencia del sistema de creencias socioafectivas en el uso de habilidades metacognitivas (AU)

Introduction. The current trends in the evaluation of mathematics learning disabilities (MLD), based on cognitive and empirical models, are oriented towards combining procedures involving the criteria and the evaluation of cognitive and metacognitive processes, associated to performance in mathematical tasks. Aims. The objective of this study is to analyse the metacognitive skills of prediction and evaluation in performing maths tasks and to compare metacognitive performance among pupils with MLD and younger pupils without MLD, who have the same level of mathematical performance. Likewise, we analyse these pupils’ desire to learn. Subjects and methods. We compare a total of 44 pupils from the second cycle of primary education (8-10 years old) with and without mathematics learning disabilities. Results. Significant differences are observed between pupils with and without mathematics learning disabilities in their capacity to predict and assess all of the tasks evaluated. As regards their ‘desire to learn’, no significant differences were found between pupils with and without MLD, which indicated that those with MLD assess their chances of successfully performing maths tasks in the same way as those without MLD. Finally, the findings reveal a similar metacognitive profile in pupils with MLD and the younger pupils with no mathematics learning disabilities. Conclusions. In future studies we consider it important to analyse the influence of the socioaffective belief system in the use of metacognitive skills (AU)